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Abstract

My esteemed late colleague Harry S. Broudy often expressed curiosity about invitations he received to address subjects and topics about which he had little specialized knowledge. But the reason was quite apparent; as a philosopher he had the skill to detect issues that helped others to think more wisely about their ramifications. I occasionally find myself in a similar position. Although I have only general knowledge about music and do not follow developments in the field of music education as closely as in my own area of special interest, I often receive invitations from music educators to join in their deliberations. It is not, I think, because of any special knack for detecting and clarifying issues but rather because of my philosophy of aesthetic education that might be of some interest to music educators. The following then are a few notes about my thinking insofar as it centres on the arts and not broader conceptions of aesthetic education.

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A View from Aesthetic Education

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